Dissertation summary: Developing communication environment for pedagogic students in colleges in the Northern mountainous area

MINISTRY OF EDUCATION AND TRAINING
THAI NGUYEN UNIVERSITY

DOAN THI CUC

DEVELOPING COMMUNICATION ENVIRONMENT FOR
PEDAGOGIC STUDENTS
AT COLLEGES IN THE NORTHERN MOUNTAINOUS AREA
Speciality: Theory and history of education
Code: 62.14.01.02

A SUMMARY OF DOCTORAL DISSERTATION
IN SCIENCE EDUCATION

Thai Nguyen - 2015


The dissertation is completed in:
College of Education - Thai Nguyen University

Scientific advisors: Prof. Nguyen Van Ho, PhD.

Reviewer 1: .........................................................................................
Reviewer 2: .........................................................................................
Reviewer 3: .........................................................................................

PhD. Dissertation will be presented and defended at College of
Education, Thai Nguyen University
At ……….

am/pm date ……..

PhD. Dissertation would be found in:
- National Library
- Learning Resource Centre - TNU
- Library in College of Education

month ……. year 2015


1

INTRODUCTION
1. The need of the study
Entering the 21th century, with the rapid development of natural
science, Social sciences - humanities and the development of all
aspects of our society in general, it is essential to require the
education sector to create the adaptation of human development, it is
the adaptation of humans with the surrounding environment, so
educational environment should be directed to: learning to know,
learning to work, learn to assert themselves, learning to live together.
Such issue was included in the resolutions of the IX, X, XI Congress
Party and was institutionalized into the Education Law. In particular,
"Resolution number 14/2005 / NQ-CP on higher education innovation in
Vietnam from 2006 to 2020, has clearly stated about
implementinginnovative training method basing on 3 criteria: Providing
students with learning method, promoting the activeness, creativity and
use of information and communications technology in teaching ". Thus,
the training objectives in the universities and colleges should be
determined according to the development of learners’ capability, training
content must transfer from content approach to the approach of learner’s

capacity development. To develop the capacity for pedagogical students,
learning environment and communication environment play a very
important role, helping people develop professional competence,
methodology capacity, social capacity and personal capacity. In which,
communication is an element of capacity to help students learn
successfully and efficiently.
Communication environment in learning in colleges in the
Northern mountainous area does not only affect the process of
teaching and learning in colleges in this region but also affect the
development of students’ personality. Most college students in the
Northern mountainous area come from rural areas, from the
mountains and are the children of ethnic citizens; therefore,
environment, communication and learning is restricted. It’s the fact
that communication environmentof colleges students the Northern
mountainous area has been increasingly concern, however, there still
exists some shortcomings such as: teachers’activeness of creating
communication environment for students is not high, many teachers


2

just only focuses on cognitive tasks which leads to the ignorance of
other important tasks, as a result, teachers only attach special
importance towards professional knowledge leading to one –way
communication from teacher toward students without any
communicative interaction. There is also no situation which force
students to communicate, to think, to create to find out solutions for
each learning task. Moreover, students still lack confidence to
participate and develop communication environment, content, scope
and object of communication is limited, students often have the habit

of depending on the teacher, aren’t active to create for themselves a
diverse communication environment which is good enough for them
to be confident, open-minded, to share these questions, difficulties in
learning for teachers, or knowledge, skills and learning experiences
with friends.
Because of these above reasons, the author decided to choose the
issue: "Developing communication environment for pedagogic
students in colleges in the Northern mountainous area” as the subject
of research.
2. Purpose of the research
Studying the theoretical and practical base of developing
communication environment for pedagogic students in colleges in the
Northern mountainous area, thereby, building measures to develop
communication environment contributing to the enhancement of the
effectiveness of teaching and learning activities, and to raise the
quality of training in the colleges, meeting the requirements of highquality human resources for the Northern mountainous area and the
whole country in the period of renovation.
3. Objects and Subjects of the research
3.1. Objects of the research
The process of developing communication environment for
pedagogic students in colleges.


3

3.2. Subjects of the research
Measures to develop communication environment for pedagogic
college students in the Northern mountainous area.
4. Scientific hypothesis
Students’ communication environment has direct influence on the

content of the textbook, communication form, communication
effectiveness and the perfectness of students’ personality. If we can
build measures to develop communication environment through
active learning; through activities and external relations teaching
pedagogy; through the use of online learning and social networking,
learning outcomes will be enhanced and have positive impact on
students' learning methods, while improving the quality of teacher
training colleges.
5. Duties of the research
- Studying theoretical base of developing communication
environment for students.
- Surveying and assessing the reality of communication
environment and development of students’ communication
environment in the pedagogic colleges in the Northern mountainous
area.
- Propose some measures to develop communication environment
for pedagogic college students in the Northern mountainous area.
- Do some experiments to verify proposed measures.
6. The scope of the research
The doctoral dissertation only focuses on finding out some
measures to develop communication environment in both learning
and practical work experiencing for students.
7. Some approaches and method of the research
7.1. Some research approach viewpoints
Researching to develop communication environment for students
basing on the viewpoints of system approach, participation approach,
and value approach.


4

7.2. Research methods
Research was carried out by using theoretical research methods,
practical research methods and some support methods such as
statistical computing, software Excel 2010, SPSS version16.0.
8. Some main scientific points of the dissetation
8.1. Students’ communication environment in learning includes
facility elements for learning activities; psychological factors to
create motivation, interest in learning; social factors to create
cooperation and sharing in student learning and management factors
which help students perform effectively their proposed duties.
8.2. Communication environment is one of important factors,
affecting directly on the process of student’s personality development.
Communication environment is both condition and means of acquiring
knowledge, practicing skills for students.
8.3. Developing communication environment helps to create
learning and training motivation for students, help attract students to
engage in communication activities in teaching and educating,
expanding the scope and object of communication and training
necessary skills ... to create conditions and motivation to develop
perfect human personality for future teachers.
8.4. Measures to develop communication environment should be
acted through some elements: teaching activities; activities and nonpedagogic relations; through the use of online learning and social
networking.
9. New contributions of the research
- Theoretical contributions
+ Building some definitions which help to diversify the theoretical
system of communication environment, communication environment
in learning, developing communication environment in learning for
college students.

+ Identifying the elements that constitute learning communication
environment among college students.


5

- Practical contribution:
+ Evaluating the reality of communication environment and
developing communication environment for pedagogic college
students in the Northern mountainous area.
+ Building three groups of valuable measures to develop
communication environment for students: developing communication
environment
through
teaching
activities;
communication
environment development through operations and relations outside
teaching pedagogy.
Developing communication environment through learning
networks and social networks to manipulate the process of training
teachers in colleges.
+ The findings from the doctoral dissertation propose some new
communication values in students’ learning; provide more materials
for the educational institutions, help teacher training institutions
better organize the communication environment for students.
+ The success of the research contributes to the improvement of
training quality for college students in the Northern mountainous
area, to meet social demands on the teacher personality in the present
context.

10. The structure of the dissertation
The dissertation is presented on 151 pages
- Introduction: (5 pages, from page 1 to page 5)
- Research results: (147 pages, from page 5 to page 151,
consisting of 4 chapters)
Chapter 1: Theoretical background of developing communication
environment for pedagogic college students in the Northern
mountainous area. (including 41 pages, from page 5 to page 46).
Chapter 2: Reality of developing communication environment for
pedagogic college students in the Northern mountainous area (36
pages, from page 47 to page 83).
Chapter 3: Measures to develop communication environment for
pedagogic college students in the Northern mountainous area (41
pages, from page 84 to page 125).


6

Chapter 4: Experiment (22 pages, from page 126 to page 148)
- Conclusion and recommendations ( 2 pages, from 149 to 151)
- List of published works (1 page, 152)
- Reference (7 pages, from 153 to 160)
- Appendix (86 pages, from 161 to 257)
Chapter 1
THEORETICAL BACKGROUND OF DEVELOPING
COMMUNICATION ENVIRONMENT FOR PEDAGOGIC
STUDENTS IN COLLEGES
1.1. History background
Research on the building and developing of communication
environment attracts the interest of both domestic and foreign

authors, it can be generalized into two main directions, and one is
researching practical communication environment development in
education, the other is researching about electronic communication
environment development via the Internet:
The first direction: research on communication environment
development in reality of education
Nguyen Thanh Binh (1996) thought that it was essential to
develop communication environment for students, developing
learning communication environment means creating communication
situations in learning and practicing, or organizing more activities for
students to contact with the environment of high schools, with social
environment... .By doing that, expanding the scope, subjects,
enriching the content of students’ communication.
Nguyen Trong Do (1997) studied on the development of
communication environment for Russian specialized students. The
author gave classifications and methods to develop, not commonly
used for students of other fields.
Tran Dinh Thich (2010) mentioned the development of
communication environment as a content in building cultural
communication in the school, in which emphasizes the relationship


7

and communication between teachers and students. During learning
and teaching process, there was a need to note the democracy of
equality in communication, exchanging and debating professional or
academic issues in order to build independent thinking, creates
dynamism, creativity for students.
Ngo Giang Nam (2012) studied on the development of

communication environment for training communication skills for
elementary students. To communicate effectively for students
requires the broad development of communication environment,
diversifying types of activities for students, there is a consensus
between the educational environment of the school, family and
society.
Two authors Trinh Quoc Lap, Bui Thi Mui (2013) carried out a
research on building learning environment for students in the each
teaching period, and mentioned the building of communication for
students. To develop learning communication environment requires
the construction from facilities factors, classroom space, to
psychological and pedagogical environment by making mutual
interest between teachers with students, among students, and between
the subject and learning.
Nguyen Van Luy and Dinh Quang Son (2014) in the textbook
“Pedagogical communication”, referred to the development of
communication environment. According to them, communication
always occurs in a specific context, circumstance and environment.
Environment has a large effect on the communication. So
communication environment development should match object,
purpose, method of communication ... But the author only mentions
the physical elements of communication environment rather than
point out other factors such as psychological, social ones of
communication participants.
Thus, studies of communication environment development have
all confirmed that it is an important task in educating and improving
the quality of education for the younger generation. Communication
environment development is done primarily through the enhancement
of physical factors - the condition for learning activities such as
teaching technical equipment, creative learning space, expansion and

8

enhancement communication content and diversifying the types of
communication to students, especially to promote a positive,
proactive in communication among students.
The second direction: research on electronic communication
environment development via the Internet.
In the era of information and communication technology
development, besides traditional communication environment, there
has been communication environment via the Internet, this is a
common communication environment in modern society.
Researching on this issue there are some typical authors: Denise
Carter (2005), Brian Wilson (2006), Ricardo Edited (2009). Studies
on the virtual communication space on the Internet - a new
communication space where people obtain the multidimensional
connections thanks to the support of computers, the Internet, different
experiences between online communication and the traditional mode
of communication studied by some following authors: Steven Jones
(1995), Angela Cora Garcia, Alecea, Standlee Jennifer Bechkoff and
Yan Cui, (2009) ...
In Vietnam, studies on developing virtual communication space
on the Internet have been done by authors such as: Vu Hoang Hieu,
Nguyen Thi Hue, My Linh Dinh, Vu Thanh Long, Nguyen Thi
Phuong Cham (2012) referring to the development of virtual
communication environment via the Internet.
Many schools in our country today have been quickly applied
modern technological means to build communication environment
via the Internet with the aim of promoting dynamic interactions,

creating interactive communication environment among schools,
families and students ... Some universities built some E-learning
websites to support students in updating the training information of
schools / faculties, course registration.
In summary, through studies on communication environment in
both foreign countries and Vietnam, the problem was studied by
interested
researchers.
Overall,
learning
communication
environments classified into three main groups: 1. Physical
environment includes some factors such as classroom space, the


9

materials, learning equipment...; 2. The social environment includes
interactive relationship between teacher-student, student-student,
student - environment and the elements (content, learning materials
...); 3. Psychological environment include motivation, interest,
learning atmosphere in the classroom ... These studies have important
implications in the orientation for our thesis. But the number of the
studies is still limited and so far there has been no studies that deeply
analyzing the constituent elements of communication environment
among pedagogical college students and proposing some measures to
develop communication environment and to improve the quality of
educating and training for pedagogical college students in the
Northern area.
1.2. Some key definitions related to the dissertation

1.2.1. Definition of communication
Communication is the process of interaction between people and
people basing on the information and the means which are both known
and agreed by the communication participants to meet the personal
satisfaction of each side.
1.2.2. Definition of pedagogic communication
Pedagogic communicate among pedagogical college students is
the interactions between teacher and student, student – students,
student – surrounding environment basing on the supported
information and means in learning and researching process at the aim
of helping students acquire knowledge, develop skills, attitude to
form the personality of teachers.
1.2.3. Definition of students’ learning communication environment
Learning communication environment are all contextual factors, the
interactions between learners and teachers, learners with learners,
learners with their surroundings and the psychological factors of each
object affects the process of knowledge acquisition, skills and attitude
formation of students.


10

1.2.4. Definition of developing learning communication
environment for pedagogic students
Developing communication environment in learning for students is to
ensure to improve learning conditions, enhance social factors in students'
relationships, and develop positive psychological factors to create
motivation, conditions and means for students’ high effective learning
process.
1.3. Role of developing learning communication environment for

pedagogic students in colleges
Environment is condition contributing to form the learning
purpose,
motivation
for
students.
Developing learning
communication environment helps students get involved in
communication activities in teaching, educational activities, expand
the scope and object of communication and practicing necessary
communication skills ... to create conditions and motivation for
students’ perfect personality development.
1.4. Basic issues of developing learning communication
environment for pedagogic students in colleges
1.4.1. Features of communication environment and developing
communication environment for college students in the Northern
mountainous area
Features of communication environment and developing
communication environment colleges in the Northern mountainous
are evaluated on four main contents: physical environment, social
environment, and psychological environment and student
management factors in learning.
1.4.2. Purposes of developing learning communication
environment
Development communication environment aims to help students
extend object, scope and content of communication, develop and
perfect the system of communication skills, particularly
communication in learning.

11

1.4.3. Content of developing learning communication environment
for pedagogic students in colleges
Learning communication environment includes three constituents:
1. physical environment in communication, 2. social environment, 3.
psychological environment, 4. student management factors in
learning.
1.4.4. Principles to develop learning communication environment
for pedagogic students in colleges
To develop learning communication environment for students, it
is essential to thoroughly understand some principles: Principle of
ensuring the aim: Principle of ensuring the association between
theory and practice; Principle of ensuring close cooperation between
the organizing, guiding, orienting of teachers with a positive attitude,
initiative and creativity of students; Principle of ensuring object.
1.4.5. Methods to develop learning communication environment for
pedagogic students in colleges
There are many different methods to develop learning
communication environment for students and teachers. We should
base on requirements, lesson content, conditions and circumstances
to apply these methods flexibly, creatively to achieve optimum
efficiency. The specific methods are often used: raising the issue;
solving the problems; games, role play, organizing group activities;
case studies method, methods of experiencing and practicing...
1.4.6. Ways to develop learning communication environment for
pedagogic students
Ways to develop learning communication environment includes:
Through teaching; Organizing educational rich and diverse activities:
playing, productive labor, social activities ...; the collective activities;

pedagogical and practical field trip in high schools; self - educating;
electronic communication environment, through E-learning, forums,
social networks, teacher websites ...


12

1.5. Roles of teachers and students in developing communication
environment in learning
Teacher plays an important role in the development of learning
communication environment for students, for example, orienting the
objectives, contents, methods and forms of communication in
learning activity, training of students, thereby developing
communication relationships for students, help students practice the
communicative competence and pedagogic communication skills.
Students are the subjects of communication process with their
own teachers with friends, with organizations within and outside the
school, so students have the initiative in developing the content of
communication, diversity initiative forms of communication, the
development of relations of the than.SV communicate positively and
actively in the process of self-control elements of individual
psychology to achieve high efficiency in communication.
1.6. Factors affecting the development of learning
communication environment for students
Many factors influence learning communication environment
development for students, which includes objective factors such as
ethnic cultural traditions and unique cultural features of the Northern
mountainous province; education environment of family; Social
environment; School educational environment. The subjective factors
include students' perception of the role of communication

environment in their own personality development, learning and
practice; Students’ activeness; Teaching methods and communicative
competence of teachers.
Chapter one conclusion
1. Communication environment has been studied in many parts of
the world and in Vietnam. Overall, the study showed the different
aspects of the communication environment for students such as social
environment reflected in the relationship between the teacher-student,
student –student and students - other related objects; physical
environment includes the following elements: materials, space,
technical means ... Psychological environment: the psychological
atmosphere of class, motivation, communication excitement ...


13

However, these studies just mentioned communication environment
under the perspective of one element of the communication issue
rather than studying deeply into communication environment as a
factor in the educational process and affecting the quality of the
educational process.
2. Research on communication environment of students have
relatively broad scope, the doctoral dissertation focused on clarifying
the concept of learning communication, content and factors affecting
students’ learning communication environment. Pedagogic college
students’ communication environment include 4 contents: 1. Physical
environment in communication, 2. social environment, 3.
psychological environment, 4. Student management environment in
learning. Four elements have close relationships and
interdependencies. In which social environment and psychological

environment depends on curriculum content and education, the
relationship of teacher-student, student – student; teaching methods,
teachers’ ways of organizing and students’ activeness, creativity in
the learning and practicing process.
3. To develop communication environment, some of following
contents must be taken under consideration: enhancing physical
conditions, technical equipment, teaching materials for teaching and
learning ...; improving social relations in learning for students,
creating a psychological environment such as awareness, emotion,
motivation, positive career orientation for students, good
management of students’ academic principles, creating positive
communication environment for students.
4. Developing learning communication environment plays a
critical role in helping students acquire academic knowledge and
practice career skills as the relationship between communication
environment and the formation and development of students’
personality is two-way relationship. Learning communication
environment has great impact on the formation and development of
students’ personality, and the students participate themselves to the
development of learning communication environment and self-create
the best learning communication environment for themselves.


14

Chapter 2
REALITY OF DEVELOPING COMMUNICATION
ENVIRONMENT FOR PEDAGOGIC COLLEGE STUDENTS
IN THE NORTHERN MOUNTAINOUS AREA
2.1. Psychological and social features of pedagogic college

students in the Northern mountainous area
The majority of students in colleges and universities in the
Northern mountainous areas are minor ethnic citizen’s children living
in provinces. In general, they are very gentle, honest, hard – working,
however, in terms of awareness and communication, it is sometimes
very much restricted due to the affect and limitations of living
conditions, therefore, they are timid, shy, not confident in
communication process, don’t dare to boldly establish new
relationships, their limited ability to interact with the modern
technical equipment such as computers, the Internet... Clarifying the
psychological and social characteristics of students will serve as a
basis for the survey and building, applying measures to develop
communication environment, helping them to overcome the
limitations of communication problem.
2.2. Introduction to the survey on the reality of developing
communication environment for pedagogic college students the
Northern mountainous area
2.2.1. Survey purposes
The survey aimed to find out, identify and assess the reality of
learning communication environment and developing learning
communication environment for pedagogic college students in the
Northern mountainous area.
2.2.2. Survey objects
The author chose students and teachers in colleges with pedagogic
departments: Tuyen Quang college (now it is Tan Trao University),
Ha Giang Teacher Training College, Bac Kan Community College,
Son La Teacher Training College.
2.2.3. Survey method
Synthesis methods: doing a survey using questionnaires,
observations, conversations, interviews through class observations,

15

meeting with experienced lecturers, experts to exchanging
experiences and consulting through note taking, getting experts’
opinion.
2.2.4. Data analysis
After recollecting survey questionnaire, invalid ones were all
removed and data was processed using statistical calculations, with
the support of SPSS 16.0 software.
2.3. Results of survey on the reality of developing learning
communication environment for college students in the Northern
mountainous area
2.3.1. Students and teachers’ awareness about learning
communication environment
i. The reality of pedagogic college students’ awareness about
learning communication environment
Most teachers and students are suitably aware of communication
environment, but a part of teacher and students doesn’t understand
fully, it should take measures to raise awareness about the contents of
communication environment, because their awareness is the first
important and initial condition which has a huge impact on
developing communication environment, only proper and enough
awareness, teachers and new students may be the main force
participating
effectively
in
development
communication

environment.
ii. The reality of teachers and students’ awareness of the role of
developing learning communication environment for pedagogic
college students
The obtained survey results showed that most teachers and
students are properly aware of the role of communication, both
teachers and students evaluated that these above criteria, to some
extent are very necessary and necessary. But besides that there are
some teachers and students not fully aware of the role of
communication environment development. There are still 0.9% of
teachers and 3.7% students thinking that it isn’t important, perhaps,
the possible reason for this is because teachers and students don’t
understand what factors communication environment include.


16

iii. The reality of awareness of factors in learning
communication environment of pedagogic college students
Through the survey, we found that the majority of teachers and
students were quite fully aware of constituents of communication
environment. This is shown in a high choice of elements that we
mentioned in the questionnaire.
2.3.2. The reality of learning communication environment of
pedagogic college students in the Northern mountainous area
i. Reality of physical environment of pedagogic college students
in the Northern mountainous area
Survey results showed that lecturers and students gave different –
quantity evaluations butthe order is almost similar, important
elements of the physical environment such as materials, teaching

aids, and the Internet are assessed at the average level.
ii. Reality of social environment of pedagogical students in
colleges in the Northern mountainous area
Survey results showed that lectures have not applied ways of
organizing learning activities regularly and diverselyin order to
maximize the interactive relationship between students and students,
lecturers and students.
iii. Reality of factors of managing students in learning
environment
The survey showed that the majority of lectures still choose the
traditional way of managing students. To develop communication
environment for students in classroom, lectures need to adopt new
management ways such as managin in team, or developing specific
evaluation criteria based on the progress of the effort, competence
and thinking of students in classes, if do that, students are managed
on all aspects: attendance, effort, advancement of learning outcomes
... From that, students really have motivation to try and develop
competence of thinking and creating to study better.
iv. Reality of psychological environment of pedagogic college
students in the Northern mountainous area
Teachers and students’ assessment are nearly similar, there are
some differences in some factors but not too big. Teachers and


17

students have appreciated the criteria of psychological environment,
however, some teachers and students are not aware of the importance
of thepsychological environment that should be still paid more
attention.

2.3.3.
Reality
of
developing
learning
communication
environmentpedagogic college students in the Northern mountainous
area
i. Reality of developing the physical environment for students
Results of surveys and interviews staffs about the reality of
developing the physical environment for pedagogic studentsshowed a
noticeable fact is that the physical environment for students has
remained at unsatisfactory level, ill - equipped both in quantity and
quality. So the physical environment should be taken more consideration
to invest and develop further.
ii. Reality of developing social environment for pedagogic college students
Survey results showed that the content of developing social
environment included in our questionnaire has generally been
implemented by lectures at medium levels and not very frequently.
iii. Reality of managing student factors in learning environment
Lecturers have used a number of measures to develop and perfect
the administrative elements in classroom, however, only some
contents were done regularly, some contents are not regular, and
others haven’t been yet. To develop administrative elements in
classroombetter, to encourage students to learn and make
progresstogether, lectures have to boldly apply ways of test and
assessment on all aspects.
iv. Reality of developing psychological environment of
pedagogic college students in the Northern mountainous area
Developing psychological environment of pedagogic students is

an important content, to achieve high efficiency in the process of
organizing teaching and education activities, the students must be
psychologically confident, positive, have good and friendly
relationship between students and students, lecturers and students.
Survey results showed that teachers have taken measures to
develop psychological communicative environment for students in


18

studying environment at many different levels. Thus, through the
survey results on measures to develop psychological environment for
students above, we see that lectures’ responsibility and students’ selfdiscipline and activeness should be strengthened in developing
communicative environment to give them motivation, interest in
learning, to overcome the inferior, shypsychology to develop the
necessary skills for future teachers.
2.3.4. Reality of the factors affecting the learning communication
environment development for pedagogic college students in the
Northern mountainous area
(1) Reality of using teaching methods to develop communication
environment for students
(2) Reality of using teaching techniques for students to develop
communication environment for students in colleges in the Northern
mountainous area.
(3) Reality of pedagogical communication skills of students in
colleges in the Northern mountainous area.
(4) Reality of the positiveness, proactiveness of students in
classroom.
(5) Ways of developing communication environment for
pedagogic students.

2.3.5. The reality of the difficulties affecting thedevelopment of
learning communication environment for pedagogic students in
colleges
Results of the survey and interviews of teachers and students
showed that teachers and students faced with many difficulties in the
progress of developing learning communication environment for
students, most teachers that the majority of teachers and students are
familiar with traditional teaching and learning methods: Lectures
teach and students write, they are not excited about applying new
teaching method, working in groups or pairs, moving furniture,
installingequipment, self-seeking learning materials while
information source and wife was unstable.


19

2.4 Experience in developing communication environment in
some countries all over the world
Through research on experience of developing communication
environment in some countries all over the world, we find that most
educators are orienting their students to a diverse, free, lively and
challenging communication environment,force them to maximize the
positiveness, creativeness in the process of learning, in the process of
interaction with teachers, with friends, with different social
relationships to gain knowledge, train skills and career skills.
Conclusion Chapter 2
Through practical research and survey results on the reality of
learning communication environment and developing learning
communication environment for students, some following
conclusions can be drawn:

Teachers’ awareness about contents, roles, elements of learning
communication environmental relatively complete, and teachers also
appreciated the role of the development of learning communication
environment for students. However, a small number teachers are not aware
of developing learning communication environment for pedagogic students,
have not seen the role of psychological environment, thus raising awareness
among teachers, students on developing learning communication
environment is necessary.
The reality of developing learning communication environment for
pedagogic students is an important basis for proposing measures to
develop learning communication environment for for pedagogic college
studentsnow to enhance teaching effectiveness, fully personality
development for future teachers to meet the training needs of human
resources service for modern education.


20

Chapter 3
MEASURES TO DEVELOP COMMUNICATION
ENVIRONMENT FOR PEDAGOGIC COLLEGE STUDENTS
IN THE NORTHERN MOUNTAINOUS AREA
3.1. The principles to propose education measures for developing
communication environment for pedagogic student in colleges in
the Northern mountainous area
Principles: Ensure the target; Ensure efficiency, practicabilityand
frugality; Ensure that in pedagogical schools, the fact that lecturers
and students plays the main role in the activities of developing
communication environment must be confirmed; Ensure the
interrelation between developing communication environment and

effective learning of students.
3.2. Measures to develop learning communication environment
for pedagogic college student in the Northern mountainous area
3.2.1. Develop communication environment through teaching activities
3.2.1.1. Organizing interactive teaching to develop learning
communication environment for students
3.2.1.2. Applying the activeteaching methods and techniques
diversify communication activities of students
(1) Building the process of designing lessons basing on applying
methods and forms of active teaching with the aim to diversify
students' communication activities.
(2) Organizing the lesson bases on enhancing methods and forms
of active teaching institutions with the aim to diversify students'
communication activities
3.2.1.3. Innovation of assessment students towards developing
communication environment
(1) Establish groups / class in which students self-manage in the
learning process.
(2) Select and manipulate multiple forms of assessment of
students’learning outcomes and choose measures to encourage
students’ positive efforts timely.


21

3.2.2. Develop communication environment through activities and
pedagogic relations apart from teaching
3.2.2.1. Build friendly relationships between lecturers and students,
students and students, to build atmosphere of positive psychology in
learning communication environment.

3.2.2.2. Organizing a creative experience activities expanded objects,
scopes and contents of communication for students
3.2.3. Developing communication environment through the use of
learning social network one
3.2.3.1. Building the course syllabus with the support of E-learning
3.2.3.2. Design E-learning lectures to develop electronic
communication environment
* The relationship between measures.
The measures of developing communication environment forpedagogical
students presented above have logic and dialecticrelationships, each measure
has a certainrole supporting each other, complementing each other to build
favorable communication environment for students.
Conclusion Chapter 3
1. Basing on the theoretical, practical and scope of developing
communication environment for pedagogical studentsin colleges in
the Northern mountainous area, three measures develop to learning
communication environment for pedagogical students are proposed.
2. Measures are studied and developed based on the rationale of
developing communication environment inherited and selected former
scientists’experiences, therefore the innovation of measuresis making the
relationship of communication and cooperation between students and
students, students and lecturers be the center of the teaching process and
developing communication environmentidentified as a specific target in the
teaching process. To implement development communication environment
for studentseffectively, lecturers have to coordinate, usemeasures suitably
and creatively in every specific conditions, lecturers should not apply this
measure machinically or disregard other measures, adopting
measureseffectively requires lecturers’patience, time investment and careful
preparation and teaching plan, lecturers also need to rely on
colleges’conditions and equipment, contents and specific lesson programsto

apply accordingly and achieve the highest efficiency.


22

Chapter 4
PEDAGOGICAL EXPERIMENTS
4.1. General information about pedagogical experiments
We conducted an experiment using all the proposed measures in
group 1.
4.2. Experimental results
4.2.1. Analysis of the experimental results phase 1
The results obtained after conducting experimental results phase 1
shows significant results. The awareness result of experiment class is
higher than normal class, about the communication relationship,
relationship between students and lecturers in experiment class has
communication has been improved, students and lecturers have had more
communication, distance between students and lecturers has been
shortened through communication, students were encouraged to
communicate with lecturers about the contents and other topics in life.
4.2.2. Analysis of the experimental results phase 2
Through the results obtained in the experimental results phase 1,
phase 2, we see that the education measures for developing
communication environment for students have good results which
help confirm the effectiveness of the offered measures. The results of
qualitative and quantitative through experiments confirm that the
appliaction of measures following the process, ensuring science is
necessary.
Conclusion Chapter 4
1. Through the process of the experiment and the results showed

that the contents and the experimental results are the initial study and
was conducted in a relatively short time but they have contributed
confirmed the effectiveness of the measures selected to conduct the
experiment. The experimental results of two rounds showed that
students in the experimental classes have the positive changes in
awareness, and assess the factors of developing communication
environment approach the development. Through that, the
effectiveness and validity of measures built are confirmed.
2. However, due to time limitation of implementation as well as
the scope of the study, the thesis only designed and introduced some


23

measures to develop communication environment according to
author’s approach and own opinions. This problem needs to be paid
attention to research more, not only for the scientists but also for the
lecturers to include measures to develop communication environment
under different approaches, in accordance with the practical major
training and with different students.

CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
Through research, we have developed the concept of the tool, as a
basis to examine the reality of communication environment and
developing learning communication environment for students, the
results are processed by SPSS statistical software. The experimental
survey results of the reality of communication environment and
developing learning communication environment for students show
that in general communication environment of students remains at

the average level. The using level of the measures of developing
learning communication environment for students is limited and the
frequency of use is still low. Basing on the theoretical, practical of
developing learning communication environment for students, three
measure groups of developing learning communication environment
for students are proposed. Apply measure group 1, the experimental
results phase 1 and phase 2 through statistical analysis are good. Help
students not only conceive solid knowledge and the communication
relationship but also expand contents, scopes and objects of
communication. Students evaluate the criteria of communication
environment changing towards development.
2. Recommendations
For colleges:
Invest the facilities and teaching equipments, especially materials
and modern teaching aids for students. Develop mechanisms of
managing communication environment towards enhancing the
interaction between the division/ department/ center.